Respecting Differences
a lesson plan for grades 6–8 English language arts,
theatre arts education, guidance, and English language development
by Daryl Walker (pwalker@aol.com), judy peele (jpeele@chatham.k12.nc.us)
This
Guidance/Drama unit offers students the opportunity to identify prejudices
and understand how certain character traits such as tolerance, respect,
and kindness affect their choice of behavior. Since this lesson addresses
sensitive issues, teachers should avoid situations that could be hurtful
to individuals or groups. This unit can be adapted to almost any age group
or ability level.
Teacher's lesson
goals/objectives
Students will:
- identify similarities and differences among each other with regard
to physical/social differences, attitudes, abilities, likes, dislikes,
etc.
- identify reasons people dislike others based on a personal injury or
a prejudice.
- examine prejudicial situations in literature, tv, music, fairy
tales, movies, historical and present times, and identify positive
strategies which employ character traits such as kindness, courage,
respect, and tolerance.
- become aware of how body language can communicate hostility and
rejection or a more positive message. They also will understand how
their choice of attitude expressed through body language and words
affects the responses of others.
- create and perform everyday scenes which portray peer rejection.
They will determine alternative positive outcomes based on respect,
tolerance, and kindness.
North Carolina
curriculum alignment
English Language
Arts (2001 version - Implemented and Tested.)
Grade 8
Goal 1: The learner will use
language to express individual perspectives through analysis of personal,
social, cultural, and historical issues.
Objective 3: Interact in group
activities and/or seminars in which the student:
- shares personal
reactions to questions raised.
- gives reasons and cites examples
from text in support of expressed opinions.
- clarifies,
illustrates, or expands on a response when asked to do so, and asks
classmates for similar expansion.
Objective 4: Reflect on learning
experiences by:
- evaluating how personal perspectives are influenced
by society, cultural differences, and historical issues.
-
appraising changes in self throughout the learning process.
-
evaluating personal circumstances and background that shape interaction
with text.
Grade 8
Goal 4: The learner will
continue to refine critical thinking skills and apply criteria to evaluate
text and multimedia.
Objective 1: Analyze the purpose
of the author or creator and the impact of that purpose by:
-
evaluating any bias, apparent or hidden messages, emotional factors, or
propaganda
- evaluating the underlying assumptions of the
author/creator.
Guidance
(2001 version - Implemented but not tested.)
Grades
06-08 Goal 7: Acquire the attitudes,
knowledge, and interpersonal skills to help understand and respect self
and others.
Objective 11: Respect alternative
points of view.
Objective 12: Recognize, accept,
respect, and appreciate ethnic, cultural, and individual
diversity.
Objective 13: Respect differences
in various family configurations.
Objective 15: Understand that
communication involves speaking, listening, and nonverbal
behavior.
Theatre Arts
Education (2001 version - Approved/Future Implementation
in2001)
Grade 08
Goal 1: The learner will write
based on personal experience and heritage, imagination, literature, and
history.
Objective 2: Create written
dramatic material based on original or established interdisciplinary
prompts, personal experiences and historical
events.
Grade 08
Goal 2: The learner will act
by interacting in improvisations and assuming roles.
Objective 3: Utilize acting
skills to study human behavior and conflict
resolution.
English Language
Development (2004 version - Draft)
Domain: 1.
Listening (Grade 08)
Listening Intermediate High:
Objective 04: Monitor own
understanding of group discussions and seek
clarification.
Listening Intermediate Low:
Objective 01: Listen to stories
and information presented in group discussions and identify, analyze,
and evaluate key details and concepts through verbal and non-verbal
responses by making connections to personal
experiences.
Domain: 3.
Reading (Grade 08)
Reading Intermediate High:
Objective 04: Analyze text before,
during, and after reading.
Objective 05: Demonstrate a basic
understanding of literary devices as defined by grade-level competencies
with assistance.
Objective 06: Extend knowledge of
figurative and idiomatic language found in grade-level literature and
other materials selected by the teacher with
assistance.
Reading Intermediate Low:
Objective 04: Interact with the
text before, during, and after reading teacher selected material with
assistance.
Objective 05: Increase reading
fluency and comprehension through effective reading strategies of simple
material, including short discourse on familiar topics in expository and
narrative texts.
Objective 06: Recognize and
respond to basic characteristics of different literary genres with
assistance.
Domain: 2.
Speaking (Grade 08)
Speaking Intermediate High:
Objective 01: Use and recombine
words, phrases, and sentences representing new and learned vocabulary
words with multiple meanings.
Objective 02: Demonstrate
sufficient accuracy to be clearly understood using common verb tense
forms and simple endings in oral expression (e.g., past, present,
future, present third person singular, present first
person).
Objective 03: Demonstrate some use
of basic figurative language and common idioms.
Objective 04: Sustain
conversations on familiar topics with some errors that don't interfere
with meaning.
Objective 05: Initiate group
discussions, with assistance, on academic topics with some errors that
don't interfere with meaning.
Objective 06: Provide responses
demonstrating some use of connections and interpretation of familiar
topics.
Objective 07: Paraphrase, with
sufficient detail, information acquired through reading or
listening.
Speaking Intermediate Low:
Objective 01: Begin to use words,
phrases, and sentences representing learned and some new vocabulary on
familiar topics.
Objective 02: Begin to demonstrate
common verb tense forms including some irregulars.
Objective 03: Participate in
guided discussions and social conversations, on familiar topics,
although the speaker will often demonstrate the use of repetition and
circumlocution to make herself understood.
Objective 04: Participate in and
demonstrate comprehension of short oral academic presentations through
topic-related questions and answers on familiar topics.
Objective 05: Use and respond
correctly to yes/no questions and some open-ended questions on familiar
topics, including content-based material.
Objective 06: Begin to retell
information acquired through reading and/or
listening.
Domain: 4.
Writing (Grade 08)
Writing Intermediate High:
Objective 04: Exhibit the use of
helping verbs in past, present, and future tenses.
Objective 05: Construct more
advanced paragraphs demonstrating main idea and supporting details with
assistance.
Objective 07: Express opinions and
reactions to a variety of media on familiar topics in simple form with
assistance.
Writing Intermediate Low:
Objective 04: Produce simple
paragraphs using common language structures that may have some errors
with assistance (e.g., personal letters, brief journal entries, short
reports on familiar topics).
Objective 05: Produce simple
written responses to content area texts appropriate in difficulty for
proficiency level, using reference material with
assistance.
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English Language Development Additional Information
Critical
Vocabulary for English Language LearnersMore info
Critical
vocabulary should be taught through modeling and/or pictures and synonyms.
1)prejudice; 2)character traits: tolerence; respect; kindness; 3)
rejecting/accepting similar/different
Time required
5 hours
Materials/resources needed
- Personal Survey (attachment)
- Chart paper for Activity #2
- Activity Cards (attachment) for Activity #3
Optional:
- Pencil and paper
- Film Intolerance by D. W. Griffiths
- Diary of Anne Frank
- 8th-Grade Literature Text
- Additional Attachments
Technology resources needed
None
Pre-activities
Personal Survey
The teacher will introduce the lesson by
explaining that in the next few sessions, differences and diversity will
be explored. To understand their current perspectives on differences,
students will complete a personal survey (see survey attachment) to be
repeated at the end of the unit. These pre and post surveys will reflect
attitudinal changes.
Activities
- Up and Down
Tell the class that we will be discussing ways we are similar and
different. To identify these ways, we will play a game, "Up and Down".
(See UpDown attachment.) Students will stand up if a statement is true
for them. Discuss with the class such questions as:
- Was anyone surprised by the results?
- Did you learn anything about your class?
Discussion will
conclude with the concepts that we are alike and different from each
other. Differences can lead to disagreements. Everyone has choices how
to handle differences and disagreements.
- What's Your Bias?
Divide the class into small groups. Give each group chart paper and
one marker. Select a time keeper and a recorder to write down results.
The group will brainstorm a list of why they might not like someone.
Establish the rule beforehand to use no names; simply state the reasons.
These might include name calling, new student, nothing in common,
irritating habits, etc.
Teacher puts two sheets of chart paper on board. As each group shares
their Bias list, the teacher selects legitimate reasons for disliking
someone,(i.e. a personal injury or insult) and writes those on one
sheet. On the other sheet, reasons based on prejudice (i.e. group
labeling, irrationality, etc.) are written. After modeling this
technique, the class will understand how to place their items on the
appropriate sheet as the teacher asks for them.
Teacher will introduce the concept of prejudice and ask students to
give their own definitions which are then listed on the board. This
might include labeling a group, stereotypes, jokes, slurs, negative body
language, ignoring someone, etc. Teacher then shares a dictionary
definition of prejudice.
The teacher, (wearing a large brimmed hat as a prop, if possible)
leads the class discussion to recognize that prejudice is like putting
on a huge hat. The hat blocks the vision of the wearer who only sees the
big hat. The hat represents prejudice blocking one's vision to see
others as they really are. Prejudice has always been present in the
world and challenges us to practice ways to show acceptance of
differences.
Other questions to discuss might include:
- Why do people sometimes show prejudice toward a group of people?
(learned at home, follow the crowd, etc.)
- Why is it important to discuss prejudice?
- Activity Card
Review the concept of prejudice from Activity #2. Divide the class
into small groups. (See Card attachment). Prepare each card with a
different topic using characters from the following: Movies
(Shrek (physical appearance), The Hunchback of Notre
Dame (disabilities), Aladdin (social class),
Mulan (gender) or student's choice), Fairy Tales
(Cinderella, Hare and the Tortoise, etc., Music, TV (cartoons,
sitcoms, etc.), Historical Times (Holocaust, Native Americans, etc.),
The Present (school violence at Columbine, new students, new minority
populations in a community, etc.)
Give each group a card. Each group will identify a character from
their topic and brainstorm all the ways that the character was "put down
or discriminated against." They should identify personal injury or
prejudice for each situation and how it was handled by the character.
Whole class discussion might include categorizing the prejudices
noted on the cards such as position in the family (Cinderella), handicap
(tortoise), racial (integration), socioeconomic (poor/rich). Questions
for the students could include:
- How do the people feel when they experience prejudice?
- How did they handle it? Why?
- How can you apply the character's successful strategies (on cards)
to present day situations?
- Does this remind you of anything in your own life? How?
- "Freeze Frame"
This is a nonverbal activity: students work in pairs to create a
"freeze frame" (or statue) which conveys through body language two
people in a situation of opposite intention/feeling. One wants something
and postures in a positive, requesting way. The other postures in a
negative/hostile rejecting way. Student discussion of each presentation
follows (briefly or at length), giving feedback to what they see,
interpreting how each person in the "frame" might feel. Actors then tell
the class what the specific situation was which they demonstrated.
Teacher can ask how reactions based on respect, kindness, and tolerance
rather than rejection would make a difference.
- "Rejection" Dialogue Scenes
This is a role-playing activity. To get started, teacher should ask
students for suggestions of "rejection" situations that may occur in
school, reminding them of the earlier activity, "What's your Bias?".
Teacher divides class into groups of 3 or 4. Using the 5Ws (attachment)
as a planning guide, have each group design a scene to act out about a
person who is rejected by a peer. (For example, "Could I join you for
lunch? Can we shoot some baskets? Want to go to the mall?", etc. but the
answer is "no", verbally, physically or both.)
The scene should clearly communicate what each person wants and how
each feels. Students should plan a beginning, middle and end, make the
scene believable, interesting, relevant to their experience, and 2-5
minutes long. The teacher should review the rubric (attachment) after
the activity is explained but before the planning
begins. Follow-up:
Teacher invites feedback on each scene, i.e. How did you
(each character) feel and why? If you could "rewind and replay" your
role, what could have been done differently to provide a more positive
outcome? Where could traits such as tolerance, respect and kindness be
demonstrated? Writing Follow-up: (optional) Students are asked
to write (rapidly and and descriptively) their responses to the scene they
just acted. The teacher gives students these writing prompts:
The first prompt is "I just came from the ___________"
(location of scene student played in-describe the place (Where) how it
looked, felt, sounded, smelt, etc. - whatever applies. Draw a picture of
that place with words.)
The next prompt is "Describe what happened" (ask students to include
both points of view, what occurred between the two people, who
wanted/did not want what, and why.
The last prompt is "How did you feel about your role and what
happened to you and why? How did you feel about the other person and the
outcome of the situation? Why did you think you were
right? (This writing activity could be expanded in a
descriptive, expressive, or argumentative manner according to the
teacher's wishes.)
Literary Application:(optional)
Using the 5Ws guide, have students (groups of 3-4) act out a
scene from the Diary of Anne Frank (or a piece from the
literature text book) which demonstrates the rejection/acceptance theme
and exemplifies one or all of the character traits of tolerance,
respect, and kindness. The same activity could be applied to numerous
examples of literature or film, (i.e. Romeo and Juliet, West Side Story,
King and I, Intolerance) in which prejudice/rejection is a
theme.
Suggested Modifications for
English Language Learners
Read the fairy tales aloud; show
cartoons and excerpts from other videos; provide knowledge of American
culture; pair ELL's with other students to help complete surveys and
activity cards; simplify the language and plot in the fairy tales.
Assessment
- Attitudinal changes will be evidenced through the pre/post survey.
Through class discussion and group work students will be able to
identify examples of prejudice and tolerance.
- Students in "Freeze Frame" activity will know how effective and
clear their presentation was by the verbal response of the class and
teacher - how well did they communicate?
- Rubric for "Rejection" Dialogue Scenes (attachment)
- Culminating Evaluation Activity: Each student will chose, plan and
present one of the following activities to express what has been learned
about differentiating legitimate dislike from prejudice and how choices
determine one's behavior and others' responses to them:
- Write a letter to your child explaining why you want him/her to
make choices based on positive character traits rather than negativity
and prejudice.
- Create a video, poster, rap, or rock song (words required, music
optional), short story, series of cartoon strips, creative movement
story or a three-scene performance (scripted or improvised and based
on 5Ws) which demonstrates learning from this
unit.
Alternative Assessments
for English Language Learners
ELL's should be allowed to
create a poster depicting how feelings change about prejudice as a final
product rather than write an essay.
Supplemental
resources/information for teachers
Bibliography
- Gardner, Howard. Frames Of Mind: The Theory Of Multiple
Intelligences. New York: Basic Books, 1983
*The cornerstone
supporting the rationale for arts integration in the curriculum and
interdisciplinary learning.
- Kelner, Lenore Blank. The Creative Classroom.
Portsmouth, New Hampshire: Heinemann, 1993
*An excellent guide for
using creative drama in the classroom.
- Lewis, Barbara A. What Do You Stand For? A Kid's Guide to
Character Building. Minneapolis, Minnesota: Free Spirit
Publishing, Inc., 1998.
*An excellent resource containing activities
exemplifying character traits ready to use for Middle Grade students.
- Nobleman, Roberta. 50 Projects For Creative Dramatics.
Charlottesville, Virginia: New Plays, 1980.
*Good introductory
exercises organized according to topics and easily accessible; an old
stand-by.
- Renard, Sue and Sockol, Kay. Creative Drama: Enhancing
Self-Concepts And Learning. Minneapolis, Mn.: Educational Media
Corp., 1987
*Easily accessible drama activities for k-8.
Interdisciplinary units include language arts, theatre arts, social
studies, science and health.
- Salazar, Laura Gardner. Teaching Dramatically, Learning
Thematically. Charlottesville, Va.: New Plays
Inc.,1995
*Taking her inspiration from Dorothy Heathcote, Salazar
structures thematic lessons for K-12. Her use of drama as a teaching
tool is shaped by current research about multiple intelligences.
- Spolin, Viola. Theater Games For The Classroom: A Teacher's
Handbook. Evanston, III.: Northwestern University Press,
1986.
*Improvisational drama games for teachers and students.
- Stanistreet, Grace. Letters To A Young Teacher.
Charlottesville, Virginia: New Plays, 1984
*This remarkable
collection of letters reveals the fertile imagination and dedication
this exceptional, pioneering drama educator who was a forerunner of
theMI/A+ Schools concept. Required reading for any teacher.
- Stewig, John Warren and Buege, Carol. Dramatizing Literature
In Whole Language Classrooms. Williston, Vt.: Teachers College
Press, 1994
*Useful resource for integrating drama across the
curriculum.
- Teaching Tolerance (magazine), 400 Washington Avenue,
Montgomery AL 36104; Tel: (334) 264-0286, http://www.splcenter.org/teachingtolerance.html
*A
National Education Project dedicated to helping teachers foster equity,
respect, and understanding in the classroom. TT Mag is available free to
teachers. Attachments:
Relevant websites
http://www.learnnc.org/
Teachers may wish to link with the core curriculum unit "Differencess
Across the Curriculum", Parts 1 & 2 by Lynn Carter and Parts 3 & 4
by Hilda Hamilton. Found under "Breaking the Mold" section.
Mix It
Up Day
http://www.splcenter.org/news/item.jsp?aid=43
Comments
Because respect for differences is crucial to work and personal success
in our changing world, our hope is that this unit will provide a tool for
opening class discussions and individual perspectives on celebrating the
differences in our classrooms, communities and the world. This unit is
subjective, dealing with attitudes. Students must be led in the process of
discovering their own viewpoints and broadening their understandings of
diversity. They will ultimately be the teachers in the lesson, posing the
questions, setting the pace, and reaching the conclusions.
Our concern
about negativity among students based on prejudice and differences
triggered the idea for this unit as well as the belief that a Multiple
Intelligences approach to problem-solving can create student awareness and
sensitivity and clarify their responsibility for their actions.
Optional information
Subjects (provided by the Standard Course of Study)
English Language Arts
Theatre Arts Education
Guidance
English
Language Development
 Classification information
History and
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Authors: Daryl Walker (pwalker@aol.com), judy peele (jpeele@chatham.k12.nc.us)
Two
authors:
Judy Peele is a Nationally Board Certified school
counselor at Silk Hope School, a wonderful rural K-8 school in
central NC.(email=jpeele@chatham.k12.nc.us)
Daryl Walker is a
drama specialist who teaches residencies integrating drama into
curriculum, a teaching fellow with A+ schools, a staff development
facilitator, an adult ESL teacher.
(email=
farr_walk@msn.com)
We would really like to hear your comments
if you use our unit, which we created at NCCAT. Suggestions would be
welcome. Thank
you! | |